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Journal articles on the topic 'SFL Teaching'
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1
Nagao, Akiko. "Adopting an SFL Approach to Teaching L2 Writing through the Teaching Learning Cycle." English Language Teaching 13, no. 6 (May 19, 2020): 64. http://dx.doi.org/10.5539/elt.v13n6p64.
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This study applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year university students in two different English proficiency groups improved their lexicogrammatical choices and metafunctions for writing analytical exposition essays during a 15-week course. To explore how “the teaching learning cycle” influences students’ understanding of the target genre essay, a survey was conducted; furthermore, to explore changes in students’ understanding of metafunctions (ideational, experiential, and textual meanings) of the target genre essay, students’ pre- and post-essays were scored by raters using the SFL framework rubric. Then, six students with lower rating scores at the pre-essay stage from both English proficiency groups were selected to explore how they progressed differently in the target linguistic resources. The results demonstrated that applying an SFL framework of writing assessment to English students’ understanding of essay writing can be used to explicitly examine their improvements.
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Syarifah, Eva Fitriani, and Wawan Gunawan. "Scaffolding in the Teaching of Writing Discussion Texts Based on SFL Genre-based Approach." English Review: Journal of English Education 4, no. 1 (August 19, 2016): 39. http://dx.doi.org/10.25134/erjee.v4i1.306.
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Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006; Lestari, 2008; Negari, 2011). Some scholars proposed the implementation of SFL – genre based approach in teaching writing (Derewianka, 1990; Rothery, 1996). However, SFL genre based approach seems to be product or teaching outcomes oriented (Ahn, 2012; Emilia, 2011). Therefore, the concept of scaffolding in which possible supports the process of students‟ individual development is important to be emerged in the teaching stages of SFL – GBA (Bodrova & Leong, 1998; Mulatsih, 2011). As a result, This study focuses on the issue of scaffoldings in the teaching of writing discussion texts based on SFL – Genre Based Approach. It particularly aims to investigate how scaffolding processes are implemented in the teaching of writing discussion texts based on SFL-GBA and how they improve the students‟ writing performance. The data rely on teaching and learning process in a classroom with six students in a tertiary level as the focus participants. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the scaffolding and SFL-GBA. The results of analysis show that scaffolding processes are implemented in terms of macro and micro scaffoldings and able to improve the students‟ writing performance specifically in terms of social function, schematic structures, and language features of discussion genre. It is recommended that future related research should be conducted in more diverse of educational settings to see how scaffoldings are implemented in a variety of teaching practices.Keywords: scaffolding, discussion texts, SFL, genre-based approach.
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Avdienko, Irina, Kateryna Zhukova, Anna Kotova, Nataliya Rudaya, and Elena Kholodniak. "SPECIAL ASPECTS OF THE SECOND FOREIGN LANGUAGE TEACHING AT THE BASIC COURSE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 479–89. http://dx.doi.org/10.17770/sie2018vol1.3197.
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The aim of this work is to define special aspects of the second foreign language (SFL) grammar teaching at the basic course, because at Ukrainian universities the number of course hours for studying of the SFL is less than for the first one. This leads to more superficial learning of grammar material. In addition, it was believed that the grammar of the SFL can be taught in the context of the general course. The integration of vocabulary and grammar teaching hampered the thorough understanding of grammatical constructions by the students, as the study of the SFL came against the background of the first foreign language enhanced studying. For the scientific analysis of this issue, the methods of causality analysis and generalization were applied, which helped identify the priority of the communicative approach in the SFL grammar teaching, as this approach develops the oral and written skills of students. Nevertheless, there are some factors that impede the fluency of grammar material at the basic course of education. The article reveals problems and ways to solve them during the training. The authors consider that the communicative approach in the SFL grammar teaching will help master the language more quickly and efficiently, which meets the needs of modern society.
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Schulze, Joshua M., and Anne C. Ittner. "Reflective Writing in Teacher Education in China: Insights from Systemic Functional Linguistics." Indonesian Journal of EFL and Linguistics 6, no. 2 (November 15, 2021): 433. http://dx.doi.org/10.21462/ijefl.v6i2.401.
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This article aims to demonstrate the application of theory to teaching practice by examining how two teacher educators drew upon systemic functional linguistics (SFL) as a pedagogical and analytical tool to inform their teaching of reflective writing to Mandarin-dominant teacher candidates enrolled in an ESOL course within an educator preparation program at a university using English Medium Instruction (EMI) in China. First, the authors describe how they incorporated the SFL appraisal framework into their teaching to bring their multilingual student writers’ attention to the language of evaluation as they prepared to construct reflective language learning autobiographies. Second, the authors demonstrate how SFL-informed text analysis of the appraisal resources used within students’ written reflections deepened their understanding of their students’ reflective writing practices and informed their teaching and course development. The article concludes with suggestions for using the SFL appraisal framework to support the reflective writing of their multilingual teacher candidates.
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ALEXE, Raluca. "Aspects of integrating culture in the Spanish-as-a-Foreign-Language class." Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), no. 1 (June 30, 2020): 7–16. http://dx.doi.org/10.31926/but.pcs.2020.62.13.1.1.
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While there has been growing awareness among teachers that language learning/teaching and culture learning/teaching should occur together, the techniques and classroom activities for integrating culture in the FL classroom are still a matter of research and further testing. The present work explores some aspects of teaching culture in the Spanish-as-aForeign-Language (SFL) classroom, which may very well constitute suggestions for anyone approaching this subject matter. It is basically an account of my experience with different groups of students from Transilvania University of Brașov. I shall discuss the overall efficiency of the different techniques, specific activities, and teaching materials employed with my groups of SFL students, also pointing out some of the differences in the approach and challenging aspects of teaching culture to SFL students from different curricular areas and students with different linguistic competence of Spanish.
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Steiner, Erich, Bo Wang, Christian M. I. M. Matthiessen, and Yuanyi Ma. "Bridging boundaries between systemic functional linguistics and translation studies." Linguistics and the Human Sciences 14, no. 3 (March 26, 2021): 218–36. http://dx.doi.org/10.1558/lhs.19337.
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Erich Steiner, as a leading scholar in systemic functional linguistics (SFL), has been involved in various important strands of research on SFL and translation. This transcript is based on the second part of the interview during his visit to Hong Kong. We continue to discuss the application of SFL to translation, covering topics like SFL and other functionalist theories of translation, the tools for translation contributed by functionally-oriented work, and translation as a method for language teaching. In addition, Steiner summarizes the contributions of SFL to translation, and introduces some possibilities for future research.
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Siying, Meng, Zheng Jie, and Luo Ruifeng. "A Study on the “SFL”Model of College English Blended Teaching in Smokeless Campus in the Post-epidemic Era." Tobacco Regulatory Science 7, no. 6 (November 3, 2021): 5197–209. http://dx.doi.org/10.18001/trs.7.6.12.
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The sudden outbreak of COVID-19 has changed the teaching mode of colleges and universities, leading to the transformation of teaching philosophy and innovation of teaching technology. Based on this, the paper constructs the “SFL” model of college English blended teaching, namely “Spoc + Flipped classroom + Live broadcast”. Guided by New Constructivism, the model is characterized by independent inquiry, cooperative learning, teacher guidance and live broadcast interaction, breaking the traditional ways of teaching. The paper analyzes and discusses the experimental process and results of the first round of integrated English course under the model of “SFL”, in order to explore the effective ways of college English blended teaching under the good environment required by the public health of post-epidemic era, namely, smokeless campus, and provide reference for other colleges and universities.
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Mingsakoon, Pajonsak, and Udomkrit Srinon. "Development of Secondary School Students’ Generic Structure Execution in Personal Experience Recount Writing Texts through SFL Genre-based Approach." Advances in Language and Literary Studies 9, no. 6 (December 28, 2018): 112. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.112.
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This paper is a partial fulfillment of the dissertation undertaken with the case study of teaching writing recounts for the EFL Thai upper secondary school students with SFL genre-based approach at Hunkhapittayakom Secondary School, Hunkha District, Chainat Province, Thailand, the second semester of the academic year 2015. This study focused on the analysis of students’ generic structure development of recount writing texts through SFL perspective. Teaching of personal experience recount genre using the teaching-learning cycle of the SFL genre-based approach was employed to 26 Mattayom Suksa five students. The analysis of the students’ pretest writing texts showed that they could not control the structures of their texts in that these writing texts were non-conformed to the stages of recount writing, and the themes were sidetracked from the topic. However, when these students were exposed writing with the SFL genre-based approach, the analysis demonstrated that their personal experience recounts were positively developed with a higher degree of generic structure construction in terms of conformity when compared to the modeling texts of the literature review and the pretest texts at the commencement of the course. It was observable that all students could expand communicative details and dialogic expansion in their final personal experience recount texts from such the orientation stage, the series of the events and the re-orientation stage with some CODA, argumentative elaboration. This is argued that SFL genre-based approach helps promote the students’ understanding and writing ability about the meaning, purpose and organization of the personal experience recount texts insofar that they could independently execute the similar texts themselves in a more degree. The study suggested that the SFL genre-based approach should be promoted continuously to develop writing skill of secondary school students in all levels of education related or in other similar contexts.
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Jati, Ambar, and Manu Somphithak. "Functional Analysis of Narrative Texts in Elementary School Textbook “Fly with English”." Elementary Education Journal 1, no. 1 (December 18, 2021): 19–28. http://dx.doi.org/10.53088/eej.v1i1.149.
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Background: This study is an analysis of narrative texts in Elementary School textbook “Fly with English” based on lexico-grammar and context in the framework of Systemic Functional Linguistics (SFL). This study is also expected to give the pedagogical implication based on the context of teaching and learning process
Method: This research uses descriptive qualitative type of study in investigating the problem. In the technique of collecting data, the writer uses observation and documentation. The writer finds 95 clauses in narrative text. In analyzing the data, the writer uses lexico-grammar of SFL framework to answer the first problem. Moreover, the writer refers to context of SFL framework to answer the second problem, and the writer also uses context of teaching and learning to answer the third problem.
Result: Based on the result, there are six types of processes in the narrative text, those are: (1) material process (40%), (2) mental process (23,1%), (3) relational process (20%), (4) verbal and behavioral process (7,4%), and (5) existential process (2,1%). The writer also finds fifteen types of the participants, namely actor, goal, senser, phenomenon, sayer, verbiage, carrier, attribute, token, value, receiver, client, recipient, behaver, and existent. Moreover, the writer finds six types of circumstances, that are, location, matter, manner, accompaniment, cause, and extent.
Implication: The pedagogical implication of studying Systemic Functional Linguistics (SFL) in narrative text is to give the insight of the teacher about SFL genre pedagogy in teaching and learning process. In functional grammar, teacher can teach the language features in different ways, such as by introducing the terms of processes, participants, and circumstances that contain in the narrative text clauses.
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Baehaqi, Luqman. "Mandating teaching approaches stifles innovation: a case against." Journal on English as a Foreign Language 12, no. 1 (March 30, 2022): 198–220. http://dx.doi.org/10.23971/jefl.v12i1.3837.
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The article discusses the primacy of Systemic Functional Linguistics (SFL) in research and pedagogy on second language (L2) writing in Indonesia. Indonesian academics use SFL theory as a shell to value arguments and observations in the methodological literature of L2 writing, demonstrating how the theory transforms into an "instrument reliable for scaffolding thinking, for propelling knowledge and ideas forward" (Thomas, 2007, p. 44) in their research and practice. The hijacking of an educational researcher's thought process and methodology by a linguistic paradigm serves only to reinforce the researchers' lack of confidence in challenging the established and recognized paradigm. Numerous articles from reputable local publications were gathered and analyzed. The paper concludes that researchers working in Indonesiashould commit to conducting more thought experiments to learn and support critical refection over and above imitating “what has been". Reflection and consideration of interdisciplinary evidence help make a unique contribution to educational theory and practice.
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Olvido, Andújar-Molina. "BRUJAS, PRINCESAS, OGROS Y DRAGONES: LA ENSEÑANZA DE LA LENGUA A TRAVÉS DEL CUENTO POPULAR. WITCHES, PRINCESSES, OGRES AND DRAGONS: TEACHING THE LANGUAGE THROUGH FOLKTALES." Culture Crossroads 15 (November 9, 2022): 54–62. http://dx.doi.org/10.55877/cc.vol15.190.
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Folktales and Fairy Tales have been useful for centuries to give voice to the dreams, aspirations and concerns of all peoples. These cultural samples are an extraordinary ally for the study of Spanish as a Foreign Language, acting as a link between the culture of origin and the target language. This article presents a project in which students from a Master’s Degree in Teaching Spanish as a Foreign Language (SFL) and students from Spanish courses from different institutions worked collaboratively in recovering oral tradition stories. Its objective was to develop intercultural competence in the SFL classroom and, later, to create teaching materials.
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Gebhard, Meg, and Holly Graham. "Bats and grammar: developing critical language awareness in the context of school reform." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 281–97. http://dx.doi.org/10.1108/etpc-12-2017-0183.
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Purpose This paper aims to analyze how middle schoolers developed a critical awareness of language while participating in a curricular unit informed by systemic functional linguistics (SFL). This unit was developed to understanding and taking action to protect a local bat population in the context of school reforms shaping teaching and learning in the USA. It was designed to support a heterogeneous class of seventh graders in learning to read scientific explanations, write letters to government officials and develop a functional metalanguage to support them in analyzing how language simultaneously constructs ideas, enacts power dynamics and manages the flow of information in disciplinary texts. The questions guiding this study are: How do students use SFL metalanguage in text production and interpretation practices? Do their uses of SFL metalanguage support critical language awareness and reflection? And, if so, in what ways? Design/methodology/approach This study uses ethnographic methods to conduct teacher action research. Data include classroom transcripts, student writing samples and interviews. Findings The findings illustrate how students engaged with SFL, often playfully, to create their own student-generated functional metalanguage in highly productive ways. Research limitations/implications This study contributes to a growing body of scholarship that suggests SFL metalanguage can provide teachers and students with a powerful semiotic toolkit that enables them to navigate the demands of teaching and learning in the context of the Standardization and Accountability movement. Practical implications This study has implications teachers’ professional development and students’ disciplinary literacy development in the context of school reform. Originality/value To date, few studies have explored how students take up and transform SFL metalanguage into a tool for critical reflection, especially adolescents.
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Bardel, Camilla, Gudrun Erickson, and Rakel Österberg. "Learning, teaching and assessment of second foreign languages in Swedish lower secondary school." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 7–26. http://dx.doi.org/10.17011/apples/urn.201903011687.
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This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
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Horverak, May Olaug. "An experimental study on the effect of systemic functional linguistics applied through a genre-pedagogy approach to teaching writing." Yearbook of the Poznan Linguistic Meeting 2, no. 1 (September 1, 2016): 67–89. http://dx.doi.org/10.1515/yplm-2016-0004.
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Abstract In the tradition of teaching English as a second language, there has been an increased interest in how functional language descriptions and understandings of genres may be used as resources for making meaning. The present study investigates what impact writing instruction that draws upon systemic functional linguistics (SFL) applied through a genre-pedagogy approach has on students’ ability to write argumentative essays. This includes explicit grammar instruction inspired by SFL, as well as instruction on text structure. The study uses a mixed-methods approach, with a quasi-experiment followed up by quantitative and qualitative analyses of the collected material. Statistical analyses indicate a significant positive effect on writing performance in the intervention groups, regardless of gender, first language and previous level of writing. As the study lacks control groups, the quantitative analysis was complemented with examples from student texts to illustrate the improvement revealed in the statistical analysis. The findings suggest that SFL applied through a genre-pedagogy approach to teaching writing may help students to improve their writing skills.
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Fang, Zhihui, Yanmei Gao, Chengzhu Yin, and Hanbing Li. "Zhihui Fang on SFL-Informed Literacy Education." Linguistics and the Human Sciences 15, no. 1 (May 4, 2021): 39–51. http://dx.doi.org/10.1558/lhs.19986.
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As appliable linguistics, systemic functional linguistics (SFL) has been widely applied in various areas of education – in studies of classroom discourse, in teacher training, curriculum development, etc. Zhihui Fang is a leading scholar who has applied systemic functional linguistics in the development of pedagogical models for secondary literacy education. In this interview, Yanmei Gao, Chengzhu Yin and Hanbing Li ask Zhihui Fang about the applicability of systemic functional linguistics in literacy education, especially in the United States. They also discuss the possible influence of the new developments of the Sydney School, such as genre relations, on content areas teaching practice.
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Pineh, Aiyoub Jodairi. "A Critical Review of Consciousness-Raising Approaches: Applied Linguistics vs. Systemic Functional Linguistics." International Journal of Linguistics 8, no. 2 (April 7, 2016): 12. http://dx.doi.org/10.5296/ijl.v8i2.9273.
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<p class="2"><span lang="EN-AU">This paper is a critical review of the notion of consciousness-raising approach in the mainstream Applied Linguistics (AL) and Systemic Functional Linguistics (SFL). It reviews the development of this approach from traditional grammarian perspectives to the recent developments in AL, and compares and contrasts this approach in AL with the notion of grammatical metaphor (GM) in SFL as a compatible resource for consciousness-raising. The paper concludes that SFL introduces new and developmental resources of consciousness at different times and spaces, which is subject to further linguistic investigations. It has also implications for the English language teaching and learning in EFL contexts. </span></p>
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Nurrachmad, Limpad. "CONTENT AND LANGUAGE INTEGRATED LEARNING WITHIN TENNIS BILINGUAL CLASS." Jurnal Lingua Idea 10, no. 1 (June 26, 2019): 29. http://dx.doi.org/10.20884/1.jli.2019.10.1.1417.
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The internationalization of institutions proclaimed by Universitas Negeri Semarang has led to the emergence of bilingual class program in every study program. The challenge faced when there are bilingual classes is the ability of lecturers in several majors to provide courses in both English and Bahasa. This study aims at answering the challenges currently faced by UNNES when providing a bilingual class. Then, it is to illustrate and describe the implementation of Content and Language Integrated Learning (CLIL) on the tennis class at the Faculty of Sport Science. The result show that combination of CLIL and SFL was chosen because CLIL teaching method has two simultaneous focuses on content and language while SFL is a teaching method emphasizing the deconstruction of academic genres texts as well as explicit teaching on text features. It is expexted that the combination of the two can produce teaching methods that emphasize course material and mastery of English as a medium of instruction in a balance and easier to understand due to the explicit deconstruction of academic texts.
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Chen, Weijia, Subadrah Madhawa Nair, and Walton Wider. "Measuring Chinese Undergraduate English Majors’ Motivation to Learn Translation in Higher Education Translation Courses." Journal of Curriculum and Teaching 11, no. 8 (October 28, 2022): 109. http://dx.doi.org/10.5430/jct.v11n8p109.
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Many studies have suggested that Chinese English majors tend to have a lower level of motivation to learn translation due to the conventional teaching method still prevalent in many a translation classroom. In this regard, from the standpoint of instruction, a translation course design that employed motivation as a central concept of the design may have positive impacts on students’ motivation to learn. Systemic Functional Linguistics (SFL) is known for its efficacy in making meaning-oriented choice in language use in context. And since translation is about recontextualized meaning transfer, a teaching method integrated with SFL may be motivating for students to learn translation. Grounded on SFL and guided by Keller’s ARCS Motivational Design, a new genre-based method was proposed. This study aimed to explore effects of an SFL guided genre-based method and the conventional method on Chinese students’ motivation to learn translation. Two intact groups were selected as the Experimental Group and the Control Group, each consisting of 37 students. The Experimental Group was instructed using the genre-based method while the Control Group using the conventional method. A motivation questionnaire adapted from Keller’s Course Interest Survey was administered to both groups’ students before and after the pedagogical intervention. Data collected from the survey were analyzed using ANCOVA test in SPSS (Version 25). The results show that students in the Experimental Group scored significantly higher mean in overall motivation and four constructs of the ARCS Model, namely, Attention, Relevance, Confidence, and Satisfaction after they were taught using the genre-based method in comparison with their counterparts in the Control Group. The findings indicate that in general, the genre-based method is effective in enhancing students’ motivation in learning translation. Therefore, future translation instructors may consider adopting the SFL-informed genre-based method as an alternative pedagogical tool to motivate students to learn translation.
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Chatzikoumi, Eirini. "Las metafunciones de Halliday en traducción." Babel. Revue internationale de la traduction / International Journal of Translation 66, no. 3 (April 7, 2020): 484–504. http://dx.doi.org/10.1075/babel.00164.cha.
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Abstract This article addresses the contribution of Systemic Functional Linguistics (SFL) to translation and, specifically, the use of Halliday’s metafunctions in translation studies research. The aim is to provide the state of the art of the main findings and proposals of these studies regarding the role of metafunctions in translation and translation teaching, thus evaluating their relevance and applicability in this field. In order to achieve this, six studies were reviewed, three of them dedicated to metafunctional shifts and three to the use of metafunctions in translation teaching and evaluation. This critical bibliographic review allowed for the corroboration of the contribution of SFL to the field of translation, and for the deduction of relevant aspects for future research and teaching proposals. More precisely, the relevance of the incorporation of semantic metafunctions in translator training and evaluation is confirmed, and the possibility of a distinction between obligatory and optional metafunctional translation shifts is suggested.
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Cahyono, Setyo Prasiyanto. "Teaching L2 writing through the use of Systemic Functional Linguistics (SFL)." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 1 (May 31, 2018): 53–72. http://dx.doi.org/10.25170/ijelt.v13i1.1450.
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This study aims to describe the implementation of systemic functional linguistics (SFL) of the textual grammar of message (or textual meaning) to enhance students’ critical response to the text they created. For EFL learners, transferring their ideas into writing is already a difficult task and that to give a response to the text they read or write critically is even more challenging. This study intends to approach the teaching of writing by adopting Halliday’s idea of textual meaning and Systemic Functional Linguistics (SFL). The students were introduced to samples of hortatory texts and trained to analyze the thematic patterns and grammatical cohesive devices. It is hoped that by training them to understand textual grammar (including thematic progression and cohesion), students (as readers and writers) are able to build their critical thinking skill and evaluate their own works. After the training, students were assigned to produce a hortatory text and to do self-editing activity. The data of this study were the twenty students’ hortatory texts which was analyzed using a framework of textual meaning proposed by Butt (2000). The analysis of the students texts show that most students were able to self-edit their own writings and edit their peer’s writing using thematic progression and cohesive devices. Students adopted skills of using both strategies in creating cohesiveness in their writing. In addition, students also produced critical response to the topic given through its theme and thematic displayed in the text analysis.
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León-Manzanero, Ana, and José Hernández Ortega. "DE ESTUDIANTES DE ESPAÑOL A HABLANTES INTERCULTURALES MEDIANTE EL APRENDIZAJE BASADO EN PROYECTOS. BECOMING AN INTERCULTURAL SPEAKER IN SPANISH BY MEANS OF PROJECT BASED LEARNING." Culture Crossroads 15 (November 9, 2022): 12–25. http://dx.doi.org/10.55877/cc.vol15.192.
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Taking as a starting point the dimension of Spanish as a foreign language learners as intercultural speakers [Instituto Cervantes 2006], we will insert this concept into the general framework for foreign language teaching [Byram and Zarate 1997; Byram 2009] and present project-based learning as an effective methodological approach for learners to become mediators between their own culture and the target culture. A proper implementation of PBL in SFL classes (as well as in those where subjects are taught by using SFL as a lingua franca) will generate real communicative needs that will allow students to acquire and consolidate knowledge in a motivating and significant context. In the last part of the article we will illustrate the project- based learning theory by providing recent examples of its implementation which have contributed to train SFL students to become intercultural speakers.
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Van, Hoang Van. "THE CATEGORY OF VOICE IN VIETNAMESE: A SYSTEMIC FUNCTIONAL DESCRIPTION." VNU Journal of Foreign Studies 37, no. 1 (February 28, 2021): 1. http://dx.doi.org/10.25073/2525-2445/vnufs.4653.
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This article is a functional description of the category of voice – arguably, one of the most slippery notions in the grammar of Vietnamese that seems to resist any satisfactory treatment. The theoretical framework employed for describing and interpreting the category is Systemic Functional Linguistics (SFL). Three questions which form the basis of this study are: (1) “Does the system of VOICE exist in Vietnamese?”; if so, (2) “What are the delicate options available in the environment of VOICE in Vietnamese?”; and (3) “How can these delicate options be distinguished from the SFL perspective?” The answers to these questions show that unlike formal grammatical descriptions, VOICE exists in Vietnamese as a system; the environment of VOICE opens up a number of delicate options; and these delicate options can be distinguished along the three metafunctions: experiential, interpersonal, and textual. The answers to these questions also show that SFL is a highly relevant framework for describing and interpreting the system of VOICE in Vietnamese: SFL helps us investigate the category from a number of dimensions, enabling us to have a more comprehensive view of it. The study contributes to the application of SFL to the description of Vietnamese grammar - a non-Indo-European language, opening up new potentials for a comprehensive approach to the description of a Systemic Functional Grammar of Vietnamese for research, application, and teaching purposes.
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Noprianto, Eko. "Student’s Descriptive Text Writing In SFL Perspectives." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 2, no. 1 (November 26, 2017): 65. http://dx.doi.org/10.21093/ijeltal.v2i1.53.
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Descriptive text is one of genres which is demanded be mastered by high school students in Indonesia. This requires teachers to be able to deliver it well in the classroom. However, research discovered that many teachers still have limited knowledge of how to effectively teach genres in the classroom. This qualitative case study was intended to diagnose a student’s descriptive text writing through SFL perspectives to find out what problems encountered in her text writing. It is expected that after finding the problems, the teacher could design a pedagogical plan to deal with them. The results showed that the student’s major problems in writing descriptive text lied on three aspects: the inability in adjusting the social function of the text, difficulty in writing the descriptive text with a chronological schematic structures, and the difficulty in filling the text with appropriate language features such as the use of unspecific participant. Therefore, taking everything into consideration, the researcher proposed Discovery Learning model to be used in teaching descriptive text in the classroom due to its strengths.
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Gebhard, Meg, I.-An Chen, Holly Graham, and Wawan Gunawan. "Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education." Journal of Second Language Writing 22, no. 2 (June 2013): 107–24. http://dx.doi.org/10.1016/j.jslw.2013.03.005.
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Aunurrahman, Aunurrahman, Citra Kusumaningsih, Sahrawi Sahrawi, Maliqul Hafis, and Emi Emilia. "A Genre Pedagogy for Teaching Young EFL Learners of English Village of Parit Baru." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 6, no. 2 (May 31, 2022): 343. http://dx.doi.org/10.21093/ijeltal.v6i2.1136.
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This case study aimed to find out the implementation of a genre pedagogy under systemic functional linguistics (SFL) framework or under Sydney School to teach the English language to young English as a Foreign Language (EFL) learners of English Village of Parit Baru, Kubu Raya, West Kalimantan. Fifty-two young EFL learners were involved in this study. The data collection used two instruments, namely participant observations and documentation. The data analysis reveals that genre pedagogy elements could help the young EFL learners in constructing and communicating their texts independently. Also, the learners’ texts are following the schematic structures and linguistic features of the spoken genres the learners learned. To help the learners to cope with the teaching activities, songs and games activities were used to build their interest in the English language, new vocabulary, and practices to communicate their texts. This means that a genre pedagogy under the SFL framework could be integrated with joyful activities that not only provide guidance but also promote enjoyable learning in building the English language capacities of the young EFL learners in a non-formal educational context.
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Emilia, Emi, and Fuad Abdul Hamied. "SYSTEMIC FUNCTIONAL LINGUISTIC GENRE PEDAGOGY (SFL GP) IN A TERTIARY EFL WRITING CONTEXT IN INDONESIA." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 2 (September 9, 2015): 155. http://dx.doi.org/10.15639/teflinjournal.v26i2/155-182.
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This article reports on the results of a study aiming to investigate whether systemic functional linguistic genre pedagogy (SFL GP) can help students develop their writing ability in English and the students’ opinions about the teaching program using SFL GP. The study was conducted in one semester with 19 student teachers taking a writing course on argumentative texts, in the English Department at a state university in West Java, Indonesia. The texts in focus were Exposition, Discussion and Response to Literary Works, but in the interests of space, the article will centre around Exposition. The study used a qualitative case study research design with data collected from participant observations for 16 meetings, analysis of students’ texts collected over the program, and questionnaires distributed at the conclusion of the program. The results indicate that despite some aspects that still need improvement, SFL GP can generally help students develop their writing ability. Observation data show students’ writing skill improvement supported by students’ texts which depicts good control of the schematic structure and linguistic features of the texts in focus. Finally, questionnaire data reveal students’ consciousness of improved writing skill and positive responses to each activity in the program. Based on the results of the study, it is recommended that SFL GP be implemented in other contexts in Indonesia and other countries.
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Cakrawati, Laxmi Mustika. "Recount Text in SFL Perspective: Pedagogical Implication based on Student’s Writing Analysis." Register Journal 11, no. 2 (November 29, 2018): 210. http://dx.doi.org/10.18326/rgt.v11i2.210-227.
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AbstractRecount can be considered as one of the easiest types of text that can be written by students. This might be the reason why the text is learned in both junior and senior high school level. However, there are still a lot of students who cannot produce the text well. This study was aimed to analyze student’s recount text based on three metafunctions in SFL perspective. It is expected that by identifying students’ problems, teachers can decide and design appropriate pedagogical plan. The result of the study reveals that the student’s major problems in producing recount text are the use of subject and verb tense (interpersonal metafunctions), the generic structure of the text, the use of conjunctions, the grammatical errors, and L1 interference. Therefore, considering the problems found in the student’s recount text, POWER strategy is proposed as one of strategies can be applied by teachers in teaching writing, particularly teaching recount text. Keywords: recount text, systemic functional linguistics, metafunction, POWER strategy
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Ramos-González, Noelia M., and Ana M. Rico-Martín. "The Teaching of Politeness in the Spanish-as-a-foreign-language (SFL) Classroom." Procedia - Social and Behavioral Sciences 178 (April 2015): 196–200. http://dx.doi.org/10.1016/j.sbspro.2015.03.180.
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Rahayu, Nurhadianty, and Hikmah Pravitasari. "DESIGN-BASED RESEARCH TO DEVELOP SFL-INFORMED TBLT INSTRUCTIONS: REFLECTION FROM ESP COURSE." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 1 (October 9, 2021): 146. http://dx.doi.org/10.32682/jeell.v8i1.1964.
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Design-based research (DBR)’s use in education research has been manifold since it provides teacher-researcher collaboration in order to improve theoretical understandings and plan an intervention to a non-optimal learning condition. Plethora of studies utilize the methodology to design and develop macro pedagogic documents, professional development programs, and refine the theoretical understanding in real classroom practices. However, its use for developing a set of instructional designs that promote critical meaning-making and reflection in English for Specific Purposes (ESP) courses is relatively scarce. The iterative cycle of DBR affords us to co-create the instructional design that utilizes some systemic functional linguistic (SFL) concepts to task-based language teaching (TBLT) in supporting students’ critical meaning-making. Students report they find TBLT suitable for their pace of learning as it organizes the pedagogic tasks in a sequential manner. Even though SFL concepts to approach texts were initially seen challenging, but with explicit instruction and scaffolding, they can carry on with the demands of the tasks. This informs that SFL-informed TBLT can be also adapted to a wider variety of contexts, adapting DBR cycles.
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Sheldon, Elena. "Construing FL writers’ meaning-making choices in a historical recount genre in Spanish." Language, Context and Text 4, no. 1 (April 6, 2022): 84–113. http://dx.doi.org/10.1075/langct.21005.she.
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Abstract This study reports on a four-semester teaching programme for foreign language (FL) intermediate writing abilities in Spanish to be implemented in educational practice. The study conducts qualitative analysis, drawing on systemic functional linguistics (SFL), of developmental changes in twenty undergraduate, Spanish Level 4 students, based on their performance of, and comments on, pre- and post-instructional written tasks, focusing on meaning-making choices in the construction of a historical recount genre over one semester of instruction at an Australian university. Responding to the need for research on academic writing in FL, the paper shows that SFL facilitates students’ understanding of writing development in an FL as they explore textual, ideational and interpersonal meanings in conjunction with required lexicogrammatical choices to fulfil the rhetorical demands of this genre.
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Šifrar Kalan, Marjana. "The Lexical Availability of “Daily Activities” in Learners of Spanish (SFL)." Journal for Foreign Languages 13, no. 1 (December 27, 2021): 537–51. http://dx.doi.org/10.4312/vestnik.13.537-551.
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The objective of the present work, which focuses on the teaching and learning of Spanish vocabulary, is to present the lexical availability of Slovene students of Spanish as a foreign language (SFL) in the semantic category “daily activities”. The quantitative and qualitative differences and similarities of lexical availability output in this semantic category, as obtained by two groups of informants of different levels of SFL, are compared: 100 high school students (approximate level B1) and 100 university students (approximate level B2 +). The results obtained from this sample are compared with those of a study carried out by Sánchez-Saus Laserna (2011), which presents a sample of 322 SFL informants of different mother tongues in the same semantic category. This category, which is not one of those traditionally used in the studies of lexical availability, has been chosen since the lack of other grammatical categories than nouns is one of the main problems that has been attributed to the studies of lexical availability, which makes it impossible to closely reflect the vocabulary that SFL students know. Likewise, it is intended to check if the associations correspond to the grammatical category of the stimulus (in this case the verbs), since other semantic categories are indicated by the nouns. We intend to check the validity of the following hypotheses: 1) The production of lexical availability of high school students with less knowledge (B1) of Spanish is lower than that of university students (B2 +). 2) There is a qualitative similarity between the results of the two groups of Slovene SFL students. 3) For the most part, the associations correspond to the same grammatical category indicated by the cue words of the semantic category; in this case the verbs. 4) There is quantitative and qualitative similarity between the results of the present study and those of Sánchez-Saus Laserna (2011).
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Shi, Leimin, Amanda Baker, and Honglin Chen. "Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study." RELC Journal 50, no. 2 (September 13, 2017): 314–32. http://dx.doi.org/10.1177/0033688217716506.
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Developing students’ communicative competence became the primary goal of the current College English Curriculum Requirements in 2004 in China. There has been increasing concern, however, that this goal has yet to be realized, particularly in relation to the teaching of writing. This study investigated the potential of a Systemic Functional Linguistics (SFL-) informed genre approach to enhance Chinese students’ communicative competence in writing. As teachers’ beliefs have a strong impact on the effectiveness of their teaching practice (Borg, 2003), the study examined six Chinese College English teachers’ shifts in their beliefs and practices after attending a training workshop in the genre-based approach to writing development. Using pre- and post- workshop interviews and classroom observations and drawing on the analytical frameworks of teacher cognition (Borg, 2003), teacher knowledge (Shulman, 1986) and interactional scaffolding (Hammond and Gibbon, 2005), the study found that professional training in SFL genre pedagogy had a positive impact on teachers’ cognition about writing instruction, albeit with one notable constraint; the teachers paid only partial attention to the social purpose of the targeted genre, thus limiting the successful implementation of the pedagogy to a certain extent.
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Mirallas, Carolina Andrea. "Students’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context." Signo 46, no. 86 (May 21, 2021): 86–102. http://dx.doi.org/10.17058/signo.v46i86.15900.
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Genre approaches to teaching have long been applied to improve students’ skills, and their effect has usually been assessed by looking into students’ productions. In this work, we examine students’ perceptions of the implementation of a genre-based writing course that incorporated tasks developed by the Reading to Learn Pedagogy (R2LP) (Rose & Martin, 2008) for the teaching of Scientific Research Articles (SRA) in an EFL context. A scientific writing course in English was offered for 8 weeks on a weekly basis to researchers and Ph.D. students in Argentina. They were asked to answer surveys after every class and once the course finished. Surveys were analysed considering ATTITUDE of the System of Appraisal (Martin & White, 2005), polarity and the entities evaluated. Joint writing and Detailed reading were entities frequently evaluated positively, mainly in terms of usefulness. Negatively appraised entities include contents and exercises, which were perceived as “difficult”. Our evidence suggests that the teaching of SRA writing to researchers through the R2LP in an EFL context is effective. More precisely, teacher-guided activities which were jointly carried out with students were found to be the most useful, making them suitable for a highly specialised audience like the one that participated in this study.
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Quinn, Marie. "SFL in Solomon Islands: A Framework for Improving Literacy Practices in Primary School." Íkala 26, no. 1 (January 28, 2021): 207–23. http://dx.doi.org/10.17533/udea.ikala.v26n01a05.
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Assessing and reforming classroom literacy has become a preoccupation of nations worldwide, not the least in the Pacific where countries are often working toward literacy in English within multilingual contexts. In Solomon Islands, in 2013, the poor results in regional and local literacy testing precipitated a review of how the English language was taught in primary schools across this multilingual nation. In the subsequent reform of classroom literacy materials and associated training for teachers, a principled approach was taken using a Systemic Functional Linguistics framework. Such an approach uses a model of language instruction based on language strata together with explicit teaching within a learning cycle to support reading and writing. This article describes how such principles from sfl were embedded into new teaching materials for the early years of primary school and the accompanying training for teachers and principals that took place from 2014–2016. The work offers a potential model of reform for other settings where the development of literacy in a non-community language is critical to students’ success in schooling.
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Suseno, Edy. "LEARNING SPEAKING THROUGH COMMUNICATIVE GRAMMAR ON SYSTEMATIC FUNCTIONAL LINGUISTICS (SFL)." ELT Worldwide: Journal of English Language Teaching 7, no. 2 (October 31, 2020): 136. http://dx.doi.org/10.26858/eltww.v7i2.14488.
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Practicing speaking is very important for students to exchange ideas with others. Although having learned English for the years, many EFL students face problems in delivering the ideas orally. To overcome this kind of problem, an expo de facto research was conducted by observing the students’ scores in two subjects grammar and speaking. The students were in the first semester of the English education major. The research is to find out the material used in teaching grammar to develop speaking learning. To satisfy the aim of this study, the mixed-method was implemented. The data was analyzed qualitatively and confirmed quantitatively by the applying t-test. From the analysis could be drawn that Using translation-method, podcast, noticing, and conversation in applying the communicative-grammar method enhances the students’ competence in speaking. It is very helpful for the teachers and students to implement it in learning grammar and speaking. It also provides the idea to other researchers to dig some deeper innovation in the same field.
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Suseno, Edy. "Learning Speaking Through Communicative Grammar On Systematic Functional Linguistics (SFL)." IJET (Indonesian Journal of English Teaching) 10, no. 1 (July 31, 2021): 1–16. http://dx.doi.org/10.15642/ijet2.2021.10.1.1-16.
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Practicing speaking is very important for students to exchange ideas with others. Although having learned English for the years, many EFL students face problems in delivering the ideas orally. To overcome this kind of problem, an ex post facto research was conducted by observing the students’ scores in two subjects grammar and speaking. The students were in the first semester of the English education major. The research is to find out the material used in teaching grammar to develop speaking learning. To satisfy the aim of this study, the mixed-method was implemented. The data was analyzed qualitatively and confirmed quantitatively by the applying t-test. From the analysis could be drawn that Using translation-method, podcast, noticing, and conversation in applying the communicative-grammar method enhances the students’ competence in speaking. It is very helpful for the teachers and students to implement it in learning grammar and speaking. It also provides the idea to other researchers to dig some deeper innovation in the same field.
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Cardinali, Renata Fabiana, and Maria Celina Barbeito. "Developing intonation skills in English: A systemic functional linguistics perspective." Global Journal of Foreign Language Teaching 8, no. 1 (March 12, 2018): 11–20. http://dx.doi.org/10.18844/gjflt.v8i1.3222.
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This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers
Keywords: EFL, intonation, systemic functional linguistics, teacher training.
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Yousefi Osguee, Mohammad, Nader Assadi Aidinlou, and Masoud Zoghi. "The Effect of Register Instruction on EFL Learners’ Writing Performance." International Journal of English Linguistics 7, no. 1 (January 14, 2017): 153. http://dx.doi.org/10.5539/ijel.v7n1p153.
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The purpose of the present study was twofold. First, it examined the effect of a register-based approach to writing instruction based on the insights gained from Systemic Functional Linguistics (SFL). Second, it attempted to examine the perceptions of the participants toward the register-based approach to writing. To this end, 100 intermediate and advanced students were selected and assigned to two experimental groups (advanced and intermediate ones) and two control groups. Prior to any instruction, the participants of all groups were assigned a writing task as a pre-test. The experimental groups were treated with SFL-oriented register knowledge for 20 sessions while control groups were exposed to the traditional method of teaching writing. Following the treatment, a post test was administered to the groups. The results revealed that the participants in the experimental groups surpassed their counterparts in the control groups. The results of qualitative analysis also disclosed that learners held positive attitudes towards this approach as it heightened their interest in writing.
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Khote, Nihal, and Zhongfeng Tian. "Translanguaging in culturally sustaining systemic functional linguistics." Positive synergies 5, no. 1 (January 10, 2019): 5–28. http://dx.doi.org/10.1075/ttmc.00022.kho.
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Abstract In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and mobile semiotic resources that immigrant and culturally diverse students bring with them (Blommaert 2010). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about teaching multilingual learners (Paris and Alim 2017). By bringing two perspectives – Halliday’s systemic functional linguistics (SFL) (Halliday 1993) theory and García’s (2009) notion of translanguaging – into dialogue, we explore their conceptual alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their multiliteracies (see Khote 2017; Harman and Khote 2018). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’ complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the classroom.
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Darong, Hieronimus Canggung. "From Clause to Function: Texts Analysis Using Systemic Functional Linguistics Theory and Its Pedagogical Implication in Language Teaching." Indonesian Journal of EFL and Linguistics 6, no. 1 (May 19, 2021): 29. http://dx.doi.org/10.21462/ijefl.v6i1.337.
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Using Systemic Functional Linguistics (SFL) theory, this study was an attempt to investigate the metafunctions of language which are realized by register category of field, tenor, and mode existing simultaneously in texts. Employing qualitative approach with the use of discourse semantics analysis, two different selected newspaper texts were purposefully chosen as the source of data. Following the orientation of SFL, the writer modified the texts into some sentences and clauses which were subsequently analysed and compared regarding the objectives in question. The result of analysis shows that the field of texts was mostly concerned with physical actions and events employing both direct and indirect speech for the sake of information. Meanwhile, in terms of mode, Text I was more rhetoric and more detail in describing the event than text II. Yet, the level of modality in both texts was low and low in which there were not many actions of getting other people to do things. Aside from those two, this analysis revealed that the mode of both texts mostly used anaphoric types of referential cohesion indicating written mode. In the meantime, Text I had more number of conjunctions implying more explanative in giving information and cause and effect relation of the information. Of greater importance of this finding was that a paradigmatic description of context implying a meaning, system, and metafunctions of language and its pedagogical implication in language teaching.
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Zhang, Xiaodong. "Exploring the Interaction of EFL Student Writers with SFL-based Teaching and Teacher-written Feedback." Revista signos 54, no. 106 (August 2021): 465–86. http://dx.doi.org/10.4067/s0718-09342021000200465.
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Pessoa, Silvia. "How SFL and explicit language instruction can enhance the teaching of argumentation in the disciplines." Journal of Second Language Writing 36 (June 2017): 77–78. http://dx.doi.org/10.1016/j.jslw.2017.05.004.
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Surasmi, Wuwuh Asrining, Suparti Suparti, and Eka Fadilah. "Grammar Learning At Tertiary Level In Indonesia: A Curriculum Development Of Genre-Task Based Approach." International Journal for Educational and Vocational Studies 1, no. 8 (February 5, 2020): 41. http://dx.doi.org/10.29103/ijevs.v2i1.1945.
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This article explores the grammar learning in two influential English language teaching (ELT) curriculum approaches to tertiary level and the potential approach to interweave them. The two prominent approaches shaping language learning in Indonesia are communicative language teaching (CLT) specified in Task-based Instruction and Genre approaches rooted in Systemic Functional Language (SFL). Given the various curriculum which comes and goes, bringing together with miscellaneous methods or approaches, it is urgently needed to adapt rather than adopt the wholesale methods or approaches by making the nexus between those two aproaches to fit the context. This article aims at revisiting creative and innovative grammar teaching and learning at tertiary educational level. We elucidate how those approaches foster English as a Foreign Language (EFL), notably, how grammar should be learnt and assessed through them.
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Yumiko Mizusawa. "Lexicogrammatical and Semantic Development in Academic Writing of EFL Learners: A Systemic Functional Approach." Modern Journal of Studies in English Language Teaching and Literature 2, no. 2 (December 29, 2020): 105–17. http://dx.doi.org/10.56498/222020103.
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Many Japanese university students' English writing skills are insufficient despite completing at least six years of English language instruction before entering university. Several researchers have explored this topic. A corpus-based approach to this field, for example, has improved the understanding of the writing skills of learners of English. In Japan, the recent developments in corpus linguistics have enabled instructors and researchers to analyze English linguistic features written by Japanese EFL learners. For example, Mizusawa (2015) referred to the Japanese EFL learner Corpus, a collection of junior high and high school students' English essays, to investigate the linguistic features, such as lexical density, grammatical intricacy, and semantic variations framed by systemic functional linguistics (SFL). This paper aimed to examine English academic writings written by 38 Japanese university students. Their writings were analyzed in terms of lexical density and semantic features within the SFL frameworks. The results highlighted that the critical limitation in Japanese university students' writing skills suggested teaching students the lexicogrammatical differences between written and spoken modes of the English language.
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Economou, Dorothy. "One step at a time: Aligning theory and practice in a tertiary embedding initiative." Journal of University Teaching and Learning Practice 18, no. 6 (October 11, 2021): 18–36. http://dx.doi.org/10.53761/1.18.6.03.
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The widespread, theoretically-informed practice of curricula embedded academic language and learning development is generally acknowledged as the most productive method of improving tertiary student outcomes. University-wide comprehensive support, however, for the collaborative processes of interdisciplinary research, design, resource and staff development required to achieve this, is not common. Yet many practitioners continue to engage in embedding initiatives in response to faculty requests, despite institutional constraints on time and funding. This paper documents one such initiative, a common yet under-reported type, conducted one small step at a time over a number of years in a firstyear core unit in the architecture faculty of a large metropolitan university in Australia. The paper aims to respond Wingate’s (2018) call for more thorough documentation of pedagogic principles applied in embedding practice to allow for replicability. This granular examination of the first implementation and later refinements of the initiative shows how aligning practice with proven theoretical models, in this case, Systemic Functional Linguistic (SFL) and the SFL-based pedagogic model, the Teaching/ Learning Cycle (TLC), proved fruitful in constrained circumstances.
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Chavarría, Yenny, and Doris Correa. "Pre-Service EFL Teachers’ Responses to a Systemic Functional Linguistics Pedagogical Unit: An Experience in a Public University in Colombia." Íkala 26, no. 1 (December 4, 2020): 97–116. http://dx.doi.org/10.17533/udea.ikala.v26n01a11.
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Acknowledging the need for pre-service teachers to learn about language structures, many teacher preparation programs have incorporated grammar courses into their curriculum. Recently, there has been a push from Systemic Functional Linguistic (SFL) scholars to switch to more functional views of grammar in these courses. Such a switch, scholars claim, can better prepare pre-service teachers (PST) for writing across the curriculum and for teaching writing to their prospective students. Despite the potential benefits, many efl teacher preparation programs are still cautious about providing instruction on SFL. This has created a gap in terms of how pre-service teachers would respond to this type of instruction. Considering this gap, scholars from a university in Medellín, Colombia implemented a three-month pedagogical unit within a grammar course, which intended to move pre-service teachers from traditional to functional views of grammar. As they did this, they conducted a case study which explored how psts responded to the implementation of this unit. Data analysis shows that psts’ responses do not always move in a straight line, that is, from resistance, to caution, to openness, but may very well vary depending on the sfl concept or premise that is being taught. The results suggest that English grammar courses offered in teacher preparation programs can have traditional grammar as a starting point and then move PSTs towards more functional and critical views. They also suggest the need to identify some strategies that could be used with PSTs who show either caution or resistance.
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De Urraza, María José, and Vigilija Žiūraitė. "Teaching Sociocultural Aspects in the SFL Class in Lithuania: Analysis of the Perception of Sociocultural Content." Sustainable Multilingualism 15, no. 1 (November 1, 2019): 195–218. http://dx.doi.org/10.2478/sm-2019-0020.
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Summary This article aims to study the field of sociocultural aspects teaching in the Spanish as foreign language classes in Lithuania and development of intercultural competencies of the students. In the curriculum of the language teaching, is very important the topic of sociocultural behaviours in the different Hispanic communities. The conducted research aimed to analyse how this topic can be studied during the Spanish classes in Lithuania and what is the receptivity of sociocultural elements among the local students. This paper also talks about the intercultural competences of the students, and the process of assimilation of cultural behaviours, which are different from the native culture. In order to achieve the aim, the data collection was carried on among students through observations and interviews in depth, using a qualitative method. The opinions and interpretations of Spanish and Hispanic traditions, celebrations and customs given by the students, were used for the qualitative analysis. The results of the research showed that students’ perception of the Spanish-speaking world contains prejudiced ideas and this is why it is important to include the sociocultural content in the classes of Spanish as a foreign language.
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Forey, Gail. "A whole school approach to SFL metalanguage and the explicit teaching of language for curriculum learning." Journal of English for Academic Purposes 44 (March 2020): 100822. http://dx.doi.org/10.1016/j.jeap.2019.100822.
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Khorina, Mulyati. "Possessive Relational Process Clauses in Scientific Text: Implication on ESP Teaching." Jurnal Bahasa Inggris Terapan 4, no. 2 (September 23, 2019): 61–76. http://dx.doi.org/10.35313/jbit.v4i2.1541.
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This paper focuses of this paper aimsis possessive relational process clauses which is a type of relational process clauses in which relational processes work. Threepoints concerning possessive relational process clauses are discussed in this paper. First, the relational process type which is dominant possessed by possessive relational process clauses. Second, the lexical verbs which realize the dominant type of relational process. The last, the roles played by possessive relational process clauses. The data for this study were taken from Electrical Circuit Theory and Technology, Fundamentals of Electronics Circuits, Electronics Devices, Flow Version, and A Textbook of Electrical Technology, all of which are used as references by Electronics Engineering students of PoliteknikNegeri Bandung. To analyse the data, Systemic Functional Linguistics (SFL) was employed. The results showed that possessive relational process clauses in scientific texts operate solely on attributive relational process. The attributive relational process is realized by lexical verbs have, consist, include, make which represent the possessive relational process clauses as Classification, Composition and Feature.
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Gómez González, María de los Ángeles. "Lexical cohesion revisited. A combined corpus and systemic-functional analysis." Quaderns de Filologia - Estudis Lingüístics 23, no. 23 (December 24, 2018): 105. http://dx.doi.org/10.7203/qf.23.13523.
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In this article I argue for a refinement of the classic SFL approach to lexical cohesion. First, a literature overview is provided in which key principles and related categories are examined. In addition, the connection of cohesion and discourse coherence is addressed and an overview is provided of the wide range of applications that the former has in such fields as genre studies, language teaching and learning, psycholinguistics and computational linguistics, among others. The core SFL models of cohesion are then revisited in order to propose a modified taxonomy of lexical cohesion, involving five distinct types (repetition, synonymy, opposition, inclusion and association) that are cross-classified by four kinds of distance-based ties (immediate, immediate-mediated, remote and remote-mediated). After this, the model is attested in the telephone conversation and broadcast discussion components of the International Corpus of English-Great Britain. The analysis of 10,042 cohesive ties reveals that repetition and association are the most frequently used lexical cohesion strategies across the two genres. They are overwhelmingly produced over speakers’ turns and remote-mediated ties. The results further indicate that lexical patterns collaborate in topic management, staging and turn-taking strategies.